Students’ Perception to the Use of Indirect Corrective Feedback in Writing Recount Text

Endah Anisa Rahma, Siti Sarah Fitriani, Rina Syafitri

Abstract


Providing written corrective feedback is a necessity to help language learner improve accuracy. This research aims to seek out students’ response toward the use of Indirect Corrective Feedback to reduce error on students’ recount text. Tenth graders of SMAN 1 Meulaboh were the sample of this study and observed during the correction. Data from the close-ended questionnaire was analyzed qualitatively andwere calculated using percentage system. The result showed that most students agreed about the implementation of Indirect Corrective Feedback and they believe that this error correction strategy helps them to reduce errors in writing recount text. The result confirm that the students responded positively toward the use of Indirect Corrective Feedback. 


Keywords


Writing; Indirect Corrective Feedback; Errors; Recount Text

Full Text:

PDF

References


Celce-Murcia, M. 2001. Teaching English as a second and foreign language. London: Heinle & Heinle

Ellis, R. 2009. A typology of written corrective feedback types. ELT Journal. 63, 97-107.

Ferris, D. R., Chaney., S. J., Komura, K., Robert, B. J., & McKee, S. (2000). Perspective, problem, and practice in treating written error. In Colloqium Presented at International TESOL Covention, Vancouver, B.C. March 14-18.

Ferris, D., & Robert, B. (2001). Error feedback in L2 writing classes: how explicit does it need to be? Journal of Second Language Writing. 10, 161-184.

Ferris, D. R. (2003). Response to writing: implication for second language students. Mahwah, NJ: Lawrence Erlbaum.

Lee, I. (2004). Error correction in L2 secondary writing classrooms: the case of Hong Kong. Journal of Second Language Writing. 13 (4), 285–312.

Muktamien. (2007). Interference in learning English: Grammatical errors in English essay writing among rural Malay secondary school students in Malaysia. Jurnal E-Bangi, ( 2) 2, 1-15.

Najmaddin, S. M.A. (2010). Teachers’ and students’ perception of type of corrective feedback in writing. Thesis. Bilkent University, Ankara. Retrieved 11th April 2015, from: //http.www.thesis.bilken.edu.tr/0003965.pdf//

Oshima, A & Hogue, A. (2000). Writing academic English. New York: Longman

Rahma, EA & Fitriani, SS. (2016). The effect of indirect corrective feedbackin Reducing rrrors on students’ writing. Proceeding of The 6th Annual International Conference Syiah Kuala University (AIC Unsyiah) in conjunction with The 12th International Conference on Mathematics, Statistics, and Its Application (ICMSA). Banda Aceh: 4-6 October 2016. Page 358-362.

Richard, J. C., & Reinandya, W. A. (2002). Methodology in language teaching: an anthology of current practice. London: Cambridge University Press.

Sudijono, A. (2006). Pengantar statistik pendidikan. Jakarta : PT. Raja Grafindo.

Reid, J. M. (1982). The process of composistion. Englewood Cliff: Prentice Hall.

Widiyati, U., & Cahyono, B. Y. (2006). The teaching of EFL writing in the Indonesian context. The State of The Art. Jurnal Ilmu Pendidikan. 13(03), 139-150.

Zamel, V. (1985). Responding to students writing. TESOL Quarterly. 19 (1), 77-101.




DOI: https://doi.org/10.35308/ijelr.v2i1.2222

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 International Journal of Education, Language, and Religion

p-ISSN : 2721-429X
e-ISSN : 2721-4273

Published by Language Center of Universitas Teuku Umar
Website : http://jurnal.utu.ac.id/IJELR
Email    : ijelr@utu.ac.id

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.